Context matters: Exploring relations between inclusion and reading achievement of students without disabilities

International Journal of Disability, Development and Education

Volumn 54, Issue 1, 2007, Pages 91-112

  Gandhi, Allison Gruner ^a,b  

^a AMERICAN INSTITUTES FOR RESEARCH   (United States)

^b AMERICAN INSTITUTES FOR RESEARCH   (United States)

Author keywords

Aides; Inclusion; Reading

Indexed keywords

EID: 33947411227     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/10349120601149797     Document Type: Article

References (40)

1. Affleck, J. Q., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54, 339-348.
2. Bear, G. G., Cleaver, A., & Proctor, W. A. (1991). Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes. Journal of Special Education, 24(2), 409-426.
3. Bear, G. G., & Proctor, W. A. (1990). Impact of a full-time integrated program on the achievement of non-handicapped and mildly handicapped children. Exceptionality, 1(4), 227-237.
4. Biklen, D. (1992). Schooling without labels: Parents, educators, and inclusive education. Philadelphia, PA: Temple University Press.
5. Brown, L., Schwarz, P., Udvari-Solner, A, Kampschroer, E. F., Johnson, F., Jorgensen, J., et al. (1991). How much time should students with severe intellectual disabilities spend in regular education classrooms and elsewhere? Journal of the Association for Persons with Severe Handicaps, 76(1), 39-47.
6. Butler, J. E., & Boscardin, M. L. (1997). Understanding mainstreaming through the perceptions of all participants: A case study. Exceptionality, 7(1), 19-35.
7. Deno, S., Maruyama, G., Espin, C., & Cohen, C. (1990). Educating students with mild disabilities in general education classrooms: Minnesota alternatives. Exceptional Children, 57, 150-161.
8. Fisher, D., Pumpian, I., & Sax, C. (1998). High school students attitudes about and recommendations for their peers and significant disabilities. Journal of the Association for Persons with Severe Handicaps, 23(3), 272-282.
9. Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students' social relationships. Journal of the Association for Persons with Severe Handicaps, 20(4), 259-269.
10. Giangreco, M. F., Broer, S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291.
11. Gruner, A. (2002). "Inclusion" as an independent variable: Operational definitions of inclusion in the research literature. Qualifying Paper. Cambridge, MA: Harvard University Graduate School of Education.
12. Hanushek, E. A., Kain, J. P., & Rivkin, S. G. (2002). Inferring program effects for specialized populations: Does special education raise achievement for students with disabilities? Review of Economics and Statistics, 84(4), 584-599.
13. Hollowood, T. M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61(3), 242-253.
14. Janney, R. E., & Snell, M. E. (1997). How teachers include students with moderate and severe disabilities in elementary classes: The means and meaning of inclusion. Journal of the Association for Persons with Severe Handicaps, 22(3), 159-169.
15. Kauffman, J. M., Lloyd, J. W., Baker, J., & Riedel, T. M. (1995). Inclusion of all students with emotional or behavioral disorders? Let's think again. Phi Delta Kappan, 76(7), 542-546.
16. Kennedy, C. H., & Itkonen, T. (1994). Some effects of regular class participation on the social contacts and social networks of high school students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 19, 1-10.
17. Kennedy, C. H., Shukla, S., & Fryxell, D (1997). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children, 64(1), 31-47.
18. Kishi, G. S., & Meyer, L. H. (1994). What children report and remember: A six-year follow-up on the effects of social contact between peers with and without disabilities. Journal of the Association for Persons with Severe Handicaps, 19, 277-289.
19. Leadley, S. (2004). Placing special ed students in the regular class can be detrimental to all. Retrieved December 8, 2004, from www. intellectualconservative.com.
20. Light, R. J., Singer, J. D., & Willett, J. B. (1990). By design: Planning better research in higher education. Cambridge, MA: Harvard University Press.
21. Logan, K. R., Jacobs, H. A., Gast, D. L., Murray, A. S., Daino, K., & Skala, C. (1998). The impact of typical peers on the perceived happiness of students with profound multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 23(4), 309-318.
22. Logan, K. R., & Keefe, E. B. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. Journal of the Association for Persons with Severe Handicaps, 22(1), 16-27.
23. Martin, J., Jorgensen, C. M., & Klein, J. (1998). The promise of friendship for students with disabilities. In C. M. Jorgensen (Ed.), Restructuring high schools for all students: Taking inclusion to the next level (pp. 145-182). Baltimore, MD: Paul H. Brookes Publishing Company.
24. McDonnell, A., McDonnell, J., Hardman, M., & McCune, G. (1991). Educating students with severe disabilities in their neighborhood school: The Utah Elementary Integration Model. Remedial and Special Education, 12(6), 34-45.
25. Nolet, V., & McLaughlin, M. J. (2000). Accessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks, CA: Corwin Press, Inc.
26. Palmer, D. S., Fuller, K., Arora, T., & Nelson, M. (2001). Taking sides: Parent views on inclusion for their children with severe disabilites. Exceptional Children, 67(4), 467-484.
27. Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research. Contemporary Education, 68(4), 234-238.
28. Rea, P. J., McLaughlin, V. L., Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203-222.
29. Riedesel, D. R. (1997). Effects of a "Co-teaching inclusion model" on the achievement levels of eighth grade regular education students. Unpublished doctoral dissertation, University of Houston, Houston, TX.
30. Salend, S. J., & Duhaney, L. M. G. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114-126.
31. Sands, D. J., Kozleski, E. B., & French, N. K. (2000). Inclusive education for the 21st century: A new introduction to special education. Belmont, CA: Wadsworth.
32. Shanker, A. (1994). Full inclusion is neither free nor appropriate. Educational leadership, 52, 18-21.
33. Sharpe, M. N., York, J. L., & Knight, J. (1994). Effects of inclusion on the academic performance of classmates without disabilities. Remedial and Special Education, 15(5), 281-287.
34. Skrtic, T. (1991). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61(2), 148-206.
35. SRI International. (1993). Traversing the mainstream: Regular education and students with disabilities in secondary school. Special topic report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: Author.
36. Stainback, S. & Stainback, W. (1996). Inclusion: A guide for educators. Baltimore, MD: Paul H. Brookes.
37. Staub, D., & Peck, C.A. (1994). What are the outcomes for nondisabled students? Educational Leadership, 52(4), 36-40.
38. Tapasak, R. C., & Walther-Thomas, G. S. (1999). Evaluation of a first-year inclusion program: Student perceptions and classroom performance. Remedial and Special Education, 20(4), 216-225.
39. Villa, R. A., Thousand, J. S., & Chapple, J. W. (1996). Preparing teachers to support inclusion: Preservice and inservice programs. Theory into practice, 55(1), 42-50.
40. Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe disabilities. Exceptional Children, 64, 395-405.